How students actually learn…

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How students actually learn… “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn and relearn” – Alvin Toffler

Tell me and I forget…. Show me and I remember… Tell me and I forget… Show me and I remember… Involve me and I understand… Problem-based Learning Solution Project-based Learning Artifact Design-based Learning

Use complex problems and cases to build knowledge Image source: http://ideaschoolsnetwork.com

Project –based learning Image source: https://rryshke.wordpress.com

EMMC-ChIR 2013/2014 lecture survey Survey based on the SEEQ (Students' Evaluation of Educational Quality) reference questionnaire developed by H. W. Marsh. A1 - You found this module intellectually challenging and stimulating. A2 - You have learned something that you consider valuable A3 - Your interest in the subject has increased as a consequence of this module A4 - You have learned and understood the subject materials in this module Student Enthusiasm Learning Group interaction Organisation Individual rapport Examinations Breadth Assignment Background Comment D1 - Students are encouraged to participate in class discussions. D2 - Students are invited to share their ideas and knowledge. D3 - Students are encouraged to ask questions and are given meaningful answers. D4 - Students are encouraged to express their own ideas and/or question the instructor. EMMC-ChIR – Erasmus Mundus Course in Chemical Innovation and Regulation

How group interaction helps students learn better Students’ comments... “I think this module was perfect…Probably one of the best teachers we have had so far…Best thing is that this module gave us a new dimension of knowledge...I like the teaching style of the Professor. There were case studies after each discussion and everyone was required to participate. Also, his case studies can be applied in real life scenarios…His discipline is quite new to me, and I did learn a lot from the class. I would like to commend his teaching method of engaging the students in class. It breaks the monotony of a straight lecture and allows the students to read materials relevant to the subject, and apply what was taught at that very moment...In terms of the assessment, the task given was reflective of what was taught in the module.” Learning D1 - Students are encouraged to participate in class discussions. D2 - Students are invited to share their ideas and knowledge. D3 - Students are encouraged to ask questions and are given meaningful answers. D4 - Students are encouraged to express their own ideas and/or question the instructor. A1 - You found this module intellectually challenging and stimulating. A2 - You have learned something that you consider valuable A3 - Your interest in the subject has increased as a consequence of this module A4 - You have learned and understood the subject materials in this module

How insufficient group interaction affects learning… Students’comments... “The course by the title ought to be interesting with valuable information. Nevertheless, I tend to believe that it was the worst course so far…The course was interesting but the way it was taught was not convincing…I recommend to improve the course by involving many examples of the application of market research in chemical industry sector.” Group interaction Learning D1 - Students are encouraged to participate in class discussions. D2 - Students are invited to share their ideas and knowledge. D3 - Students are encouraged to ask questions and are given meaningful answers. D4 - Students are encouraged to express their own ideas and/or question the instructor. A1 - You found this module intellectually challenging and stimulating. A2 - You have learned something that you consider valuable A3 - Your interest in the subject has increased as a consequence of this module A4 - You have learned and understood the subject materials in this module

It is time to bring alive the place of universities as centres of critique, and not to service the status quo, but to challenge it in the spirit of justice, creativity, imagination, human welfare, the free play of the mind or alternative visions of the future. This will not be changed by increasing the state funding of the humanities as opposed to slashing it to nothing. We will change it by insisting that a critical reflection on human values and principles should be central to everything that goes on in universities. Terry Eagleton(paraphrased)